1 
Expanding 
Career 
Options 
with 
Universal 
Design 
for 
Learning 
(ECOUDL) 
Using 
the 
research 
based 
framework 
of 
Universal 
Design 
for 
Learning 
(UDL), 
this 
project 
explored 
how 
the 
melding 
of 
career 
assessment 
and 
effective 
instructional 
strategies 
coupled 
with 
digital 
technologies 
and 
social 
media 
can 
be 
used 
to 
break 
down 
barriers 
to 
employment 
by 
providing 
students 
the 
supports 
needed 
for 
successful 
employment 
experiences 
in 
careers 
of 
their 
choosing. 
This 
Project 
Dissemination 
Guide 
was 
produced 
with 
100% 
of 
the 
funding 
provided 
by 
the 
Virginia 
Board 
for 
People 
with 
Disabilities 
under 
the 
federal 
Developmental 
Disabilities 
and 
Bill 
of 
Rights 
Act. 
For 
more 
information 
on 
the 
Board, 
please 
contact: 
Virginia 
Board 
for 
People 
with 
Disabilities, 
1100 
Bank 
Street, 
7th 
Floor, 
Richmond, 
VA 
23219, 
(800) 
846--4464, 
or 
visit 
the 
Board's 
website 
at 
http:// 
www.vaboard.org 
March 
2011 

2 
PHILLIPS 
is 
a 
private, 
nonprofit 
organization 
serving 
over 
500 
children 
and 
their 
families 
in 
the 
Washington 
metropolitan 
area. 
For 
more 
than 
40 
years, 
PHILLIPS 
has 
helped 
children 
where 
others 
could 
not 
 
to 
prepare 
to 
become 
independent, 
productive 
young 
adults. 
PHILLIPS 
serves 
the 
needs 
of 
individuals 
with 
disabilities 
and 
their 
families 
through 
education, 
family 
support 
services, 
community 
education 
and 
advocacy. 
This 
project 
dissemination 
guide 
was 
developed 
by: 
 Lindsay 
Harris, 
Ed.S. 
Project 
Director 
Phillips 
Programs 
~ 
Annandale 
School 
 Ms. 
Lynn 
R. 
Dowd, 
Ed.S., 
CVE 
Certified 
Vocational 
Evaluator 
Careerworks, 
Inc. 
 Frances 
G. 
Smith, 
Ed.D, 
CVE 
UDL 
Consultant/ 
CVE 
VDOE's 
Training 
& 
Technical 
Assistance 
Center 
An 
electronic 
version 
of 
this 
project 
dissemination 
guide 
is 
available 
at: 
http://phillipsprograms.pbworks.com 

3 
TABLE 
OF 
CONTENTS 
Introduction4 
Conceptual 
Framework..5 
Shared 
Philosophies.6 
Key 
Players..7 
The 
UDL 
Framework 
at 
a 
Guiding 
Lens..8 
Defining 
UDL.9 
UDL 
 
The 
Nine 
Guidelines 
and 
Checklist..10 
The 
Career 
Assessment 
Process13 
Sample 
Career 
Assessment 
Report15 
Tools 
Used 
in 
the 
Career 
Assessment 
Process..24 
ECOUDL 
Congruence 
Matrix..29 
Theres 
an 
App 
for 
That.32 
Lessons 
Learned.36 
References..37 

4 
INTRODUCTION 
Using 
the 
research 
based 
framework 
of 
Universal 
Design 
for 
Learning 
(UDL), 
this 
project 
demonstrated 
how 
the 
melding 
of 
career 
assessment 
and 
effective 
instructional 
strategies 
coupled 
with 
digital 
technologies 
and 
social 
media 
can 
be 
used 
to 
break 
down 
barriers 
to 
employment 
opportunities 
providing 
students 
supports 
needed 
for 
successful 
employment 
experiences 
in 
careers 
of 
their 
choosing. 
PROJECT 
GOALS 
Goal 
1: 
Incorporate 
the 
assessment 
of 
digital 
technology 
tools 
into 
the 
employment 
process. 
Goal 
2: 
Youth 
with 
disabilities 
will 
participate 
in 
community 
work 
based 
experiences 
in 
career 
pathways 
of 
their 
choosing 
successfully 
meeting 
job 
requirements 
and 
social 
expectations. 
Goal 
3: 
Use 
social 
media 
to 
communicate 
and 
collaborate 
around 
employment 
transition 
planning 
for 
transitioning 
youth 
with 
disabilities. 
PROJECT 
OBJECTIVES 
 Develop 
a 
technology 
matrix 
of 
digital 
tool 
functionality 
that 
applies 
to 
the 
crosswalk 
of 
employment 
and 
student 
learning 
needs. 
Conduct 
initial 
planning; 
research 
other 
AT 
career 
assessment 
methods 
for 
collaboration; 
formulate 
matrix 
 Develop 
an 
instructional 
guide 
on 
the 
use 
of 
the 
matrix 
in 
the 
career 
assessment 
process 
 Secure 
digital 
technology 
tools 
and 
learning 
resources 
to 
be 
used 
in 
the 
assessment 
process 
 Develop 
on 
assessment 
instrument 
and 
identify 
5 
 
10 
transitioning 
youth 
with 
disabilities 
and 
families 
to 
pilot 
the 
use 
of 
the 
matrix 
and 
assessment 
instrument. 
 Conduct 
career 
assessment 
activities; 
match 
student 
career 
interests, 
aptitude 
and 
skills 

5 
CONCEPTUAL 
FRAMEWORK 
Services 
to 
students 
focused 
on 
two 
primary 
goals: 
1. Identifying 
the 
interests 
of 
the 
individual. 
Using 
UDL 
strategies 
of 
multiple 
means 
of 
representation, 
expression 
and 
engagement 
the 
individual 
is 
able 
to 
identify 
careers 
they 
would 
like 
to 
purse 
and; 
2. Identifying 
the 
Learning 
Profile 
of 
the 
Individual 
with 
corresponding 
assistive 
and 
instructional 
technology 
to 
support 
the 
individual 
to 
successfully 
perform 
the 
functions 
of 
the 
job 
they 
are 
interested 
in. 
This 
resulted 
in 
expanded 
career 
options 
for 
the 
individual 
with 
a 
disability. 
Figure 
1: 
Traditional 
Conceptual 
Framework 
Figure 
2: 
Newly 
Developed 
Conceptual 
Framework 

6 
SHARED 
PHILOSOPHIES 
As 
practitioners, 
we 
believe 
that 
each 
individual 
has 
strengths 
and 
capabilities 
that 
can 
be 
parlayed 
into 
meaningful 
career 
choices. 
We 
see 
individuals 
as 
unique 
learners 
with 
varied 
styles, 
preferences 
and 
interests. 
We 
ascribe 
to 
the 
career 
assessment 
principles 
articulated 
by 
the 
Interdisciplinary 
Council 
on 
Vocational 
Evaluation 
and 
Assessment 
that 
specifically 
notes, 
We 
are 
professional 
members 
of 
the 
Vocational 
Evaluation 
and 
Work 
Adjustment 
Association 
(VECAP) 
and 
further 
support 
the 
position 
of 
this 
organization 
as 
described 
in 
VECAP 
Position 
Paper 
on 
Universal 
Design 
for 
Career 
Assessment 
and 
Vocational 
Evaluation. 
Specifically, 
these 
address 
the 
three 
UDL 
principles 
in 
relation 
to 
career 
assessment 
and 
vocational 
evaluation 
as, 
1. Provide 
multiple 
means 
of 
representation 
to 
give 
learners 
various 
ways 
of 
acquiring 
information 
and 
knowledge 
(e.g., 
instructions 
for 
work 
performances 
and 
methods, 
such 
as 
work 
samples, 
standardized 
inventories, 
situational 
assessments 
are 
available 
in 
a 
variety 
of 
formats). 
2. Provide 
multiple 
means 
of 
expression, 
to 
provide 
learners 
alternatives 
for 
demonstrating 
what 
they 
know 
(e.g., 
individuals 
may 
use 
hands--on 
performances, 
oral, 
written, 
graphic, 
video, 
or 
computer--generated 
communication 
as 
well 
as 
American 
Sign 
Language). 
"The 
foundation 
of 
vocational 
evaluation 
and 
assessment 
is 
that 
all 
human 
assessment 
should 
be 
holistic 
and 
humanistic. 
A 
holistic 
approach 
encompasses 
issues 
of 
diversity, 
all 
relevant 
attributes 
of 
the 
individual, 
his/her 
existing 
or 
potential 
environments 
(ecologies), 
and 
the 
interactions 
between 
the 
individual 
and 
the 
environments. 
A 
humanistic 
approach 
to 
vocational 
evaluation 
and 
assessment 
requires 
consumer 
involvement, 
and 
processes 
that 
are 
designed 
and 
implemented 
to 
benefit 
the 
individual 
served, 
with 
an 
emphasis 
on 
individual 
capabilities 
rather 
than 
disability. 
Further, 
the 
environment 
should 
fit 
the 
individual 
rather 
than 
the 
individual 
adjusting 
to 
fit 
the 
vocational 
environment." 

7 
3. Provide 
multiple 
means 
of 
engagement, 
to 
tap 
into 
learners 
interests, 
offer 
appropriate 
challenges, 
and 
increase 
motivation 
(e.g., 
individuals 
may 
watch, 
listen, 
use 
their 
hands 
and 
bodies 
as 
well 
as 
digital 
platforms 
in 
the 
assessment 
process 
and 
shall 
help 
guide 
the 
process 
by 
selecting 
areas 
of 
interest 
or 
curiosity). 
By 
following 
these 
tenets, 
UDL 
facilitates 
access 
to 
and 
participation 
by 
all 
who 
wish 
to 
engage 
in 
vocational 
evaluation 
and 
career 
assessment 
services. 
Engagement 
indicates 
that 
they 
will 
help 
guide, 
plan, 
and 
participate 
fully." 
KEY 
PLAYERS 
Lindsay 
A. 
Harris, 
Ed.S 
-- 
Program 
Supervisor 
PHILLIPS 
Programs 
~ 
Annandale 
School 
7010 
Braddock 
Road, 
Annandale, 
Virginia 
22003 
Email: 
Lindsay.Harris@phillipsprograms.org 
Role: 
Project 
Supervisor. 
Oversees 
all 
parts 
of 
project, 
communicates 
with 
grant 
funding 
source, 
coordinates 
with 
school 
contacts 
and 
student 
schedules, 
and 
communicates 
with 
parents 
and 
employers. 
Lindsay 
has 
been 
a 
special 
educator 
for 
over 
30 
years. 
She 
has 
experience 
as 
a 
special 
education 
teacher, 
vocational 
supervisor, 
educational 
supervisor, 
and 
currently 
Program 
Supervisor 
at 
Phillips 
Programs 
~ 
Annandale 
School. 
Additionally, 
she 
has 
experience 
in 
adult 
service 
agencies 
as 
well 
as 
specialized 
foster 
care, 
and 
has 
been 
involved 
in 
training 
preservice 
teachers 
at 
the 
graduate 
level. 
She 
obtained 
her 
Education 
Specialist 
degree 
from 
George 
Washington 
University. 
Lindsay 
continues 
working 
with 
GWU 
as 
an 
adjunct 
professor 
teaching 
"Curriculum 
in 
Special 
Education." 
Lynn 
R. 
Dowd, 
Ed.S., 
CVE 
-- 
Certified 
Vocational 
Evaluator 
(CVE) 
Careerworks, 
Inc. 
P.O. 
Box 
87, 
Friendship, 
Maryland 
20758 
Email: 
lrdowd@comcast.net 
Role: 
Certified 
Vocational 
Evaluator. 
Conducted 
all 
phases 
of 
career 
assessment, 
developed 
career 
assessment 
reports, 
handled 
any 
modifications 
to 
process, 
etc. 
Lynn 
has 
been 
a 
practicing 
vocational 
evaluator 
for 
over 
25 
years. 
She 
obtained 
her 
graduate 
training 
at 
George 
Washington 
University 
(GWU) 
in 
the 
Collaborative 
Vocational 
Evaluation 
Training 
and 
Transition 
Special 
Education 
programs. 
She 
has 
held 
leadership 
roles 
for 
the 
Vocational 
Evaluation 
and 
Work 
Adjustment 
Association 
(President, 
1997) 
and 
the 
Vocational 
Evaluation 
and 
Career 
Assessment 
Professionals 
Association. 
She 
is 
the 
author 
of 
the 
VEWAA 
Glossary 
of 
Terminology 
in 
Vocational 
Evaluation 
and 
The 
Career 
Priorities 
Profile 
(JIST 
Works). 

8 
Lynn 
has 
taught 
graduate 
courses 
in 
vocational 
evaluation 
and 
career 
assessment 
at 
GWU 
since 
1986. 
Frances 
G. 
Smith, 
Ed.D, 
CVE 
-- 
UDL 
Consultant/ 
CVE 
VDOE's 
Training 
& 
Technical 
Assistance 
Center 
Virginia 
Commonwealth 
University 
10 
E. 
Franklin 
St., 
Suite 
200 
Richmond, 
VA 
23233 
Email: 
fgsmith@vcu.edu 
Role: 
UDL 
Consultant/Certified 
Vocational 
Evaluator. 
Consults 
on 
project 
design 
and 
infusion 
of 
UDL 
framework/principles, 
provides 
recommendations 
for 
student 
UDL 
and 
technology 
tools/techniques, 
consults 
with 
lead 
vocational 
evaluator 
on 
assessment 
plans 
and 
UDL/technology 
recommendations. 
Fran 
has 
30 
years 
of 
experience 
in 
the 
collective 
fields 
of 
vocational 
evaluation, 
assistive 
and 
instructional 
technology, 
and 
college 
instruction. 
She 
obtained 
her 
graduate 
training 
at 
George 
Washington 
University 
(GWU) 
in 
the 
Collaborative 
Vocational 
Evaluation 
Training 
and 
Transition 
Special 
Education 
programs. 
She 
has 
held 
leadership 
roles 
for 
the 
Vocational 
Evaluation 
and 
Work 
Adjustment 
Association 
and 
the 
Vocational 
Evaluation 
and 
Career 
Assessment 
Professionals 
Association 
(President, 
2010. 
In 
2008, 
she 
obtained 
her 
Ed.D 
from 
GWU 
in 
higher 
education 
for 
her 
dissertation 
on 
"Perceptions 
of 
universal 
design 
for 
learning 
in 
college 
classrooms." 
She 
has 
taught 
a 
graduate 
class 
for 
UDL 
at 
GW 
University 
since 
2003, 
represents 
VECAP 
on 
the 
National 
UDL 
Taskforce, 
and 
serves 
as 
a 
co--facilitator 
of 
the 
National 
Community 
of 
Practice 
on 
UDL. 
THE 
UDL 
FRAMEWORK 
AS 
THE 
GUIDING 
LENS 
By 
using 
Universal 
Design 
for 
Learning 
(UDL) 
to 
expand 
career 
options, 
we 
were 
able 
to 
tailor 
the 
process 
that 
focused 
on: 
Identifying 
the 
interests 
of 
the 
individual 
by 
using 
UDL 
strategies 
of 
multiple 
means 
of 
representation, 
expression 
and 
engagement 
the 
individual 
is 
able 
to 
identify 
careers 
they 
would 
like 
to 
purse 
and; 
Identifying 
the 
Learning 
Profile 
of 
the 
Individual 
with 
corresponding 
assistive 
and 
instructional 
technology 
to 
support 
the 
individual 
to 
successfully 
perform 
the 
functions 
of 
the 
job 
they 
are 
interested 
in. 
This 
process 
resulted 
in 
expanded 
career 
options 
for 
the 
individual 
with 
a 
disability. 
The 
congruence 
between 
the 
individual 
and 
the 
job 
requirements 
increases. 

9 
DEFINING 
UDL 
What 
is 
UDL? 
Universal 
Design 
for 
Learning is 
a 
framework 
that 
encourages 
practitioners 
to 
become 
instructional 
and 
assessment 
designers 
that 
provide 
all 
individuals 
equal 
opportunities 
to 
learn. 
UDL 
offers 
a 
blueprint 
for 
creating 
instructional 
goals, 
methods, 
materials, 
and 
assessments 
that 
work 
for 
everyone----not 
a 
single, 
one--size--fits--all 
solution---- 
but 
rather 
a 
flexible 
approach 
that 
can 
be 
customized 
and 
adjusted 
for 
individual 
needs. 
In 
2008, 
UDL 
was 
officially 
defined 
in 
the 
Higher 
Education 
Opportunity 
Act 
of 
2008 
as, 
Why 
is 
UDL 
necessary?1 
Individuals 
bring 
a 
huge 
variety 
of 
skills, 
needs, 
and 
interests 
to 
learning. 
Neuroscience 
reveals 
that 
these 
differences 
are 
as 
varied 
and 
unique 
as 
our 
DNA 
or 
fingerprints. 
Under 
the 
UDL 
lens, 
three 
primary 
brain 
networks 
come 
into 
play: 
1. 
Recognition 
Networks: 
The 
"what" 
of 
learning 
How 
we 
gather 
facts 
and 
categorize 
what 
we 
see, 
hear, 
and 
read. 
Identifying 
letters, 
words, 
or 
an 
author's 
style 
are 
recognition 
tasks. 
UDL 
solution 
that 
increases 
the 
what 
of 
learning 
includes: 
Provide 
Multiple 
Means 
of 
Representation 
Present 
information 
and 
content 
in 
different 
ways 
1 
Source: 
Center 
for 
Applied 
Special 
Technology 
(2011). 
What 
is 
UDL?, 
Retrieved 
March 
1, 
2011 
from 
(http://www.cast.org/research/udl) 
Universal 
Design 
for 
Learning 
(UDL) 
means 
a 
scientifically 
valid 
framework 
for 
guiding 
educational 
practice 
that 
 
(A) 
provides 
flexibility 
in 
the 
ways 
information 
is 
presented, 
in 
the 
ways 
students 
respond 
or 
demonstrate 
knowledge 
and 
skills, 
and 
in 
the 
ways 
students 
are 
engaged; 
and 
(B) 
reduces 
barriers 
in 
instruction, 
provides 
appropriate 
accommodations, 
supports, 
and 
challenges, 
and 
maintains 
high 
achievement 
expectations 
for 
all 
students, 
including 
students 
with 
disabilities 
and 
students 
who 
are 
limited 
English 
proficient. 
[HEOA, 
P.L. 
110--315, 
103(a)(24)]. 

10 
2. 
Strategic 
Networks: 
The 
"how" 
of 
learning 
Planning 
and 
performing 
tasks. 
How 
we 
organize 
and 
express 
our 
ideas. 
Writing 
an 
essay 
or 
solving 
a 
math 
problem 
are 
strategic 
tasks. 
UDL 
Solution 
to 
increase 
the 
how 
of 
learning 
might 
includes: 
Provide 
Multiple 
Means 
of 
Action 
and 
Expression 
Differentiate 
the 
ways 
that 
students 
can 
express 
what 
they 
know 
Differentiate 
the 
ways 
that 
students 
can 
express 
what 
they 
know 
3. 
Affective 
Networks: 
The 
"why" 
of 
learning 
How 
learners 
get 
engaged 
and 
stay 
motivated. 
How 
they 
are 
challenged, 
excited, 
or 
interested. 
These 
are 
affective 
dimensions. 
UDL 
Solution 
to 
increase 
the 
why 
of 
learning 
includes: 
Provide 
Multiple 
Means 
of 
Engagement 
Stimulate 
interest 
and 
motivation 
for 
learning 
UDL 
PRINCIPLES: 
The 
9 
GUIDELINES 
AND 
CHECKLIST2 
The 
RECOGNITION 
NETWORK: 
The 
What 
of 
Learning 
PRINCIPLE 
I. 
PROVIDE 
MULTIPLE 
MEANS 
OF 
REPRESENTATION 
Guideline 
1: 
Provide 
options 
for 
perception 
 Checkpoint 
1.1: 
Offer 
ways 
of 
customizing 
the 
display 
of 
information 
 Checkpoint 
1.2: 
Offer 
alternatives 
for 
auditory 
information 
 Checkpoint 
1.3: 
Offer 
alternatives 
for 
visual 
information 
2 
Center 
for 
Applied 
Special 
Technology 
(2011). 
UDL 
Checklist, 
Retrieved 
March 
2, 
2011 
from 
http://udlonline.cast.org/guidelines;jsessionid=DA09E042150DC3E3248A02470760126B. 
The 
UDL 
Guidelines 
referenced 
for 
this 
project 
were 
Version 
1.0. 

11 
Guideline 
2: 
Provide 
options 
for 
language, 
mathematical 
expressions, 
and 
symbols 
 Checkpoint 
2.1: 
Clarify 
vocabulary 
and 
symbols 
 Checkpoint 
2.2: 
Clarify 
syntax 
and 
structure 
 Checkpoint 
2.3: 
Support 
decoding 
of 
text, 
mathematical 
notation, 
and 
symbols 
 Checkpoint 
2.4: 
Promote 
understanding 
across 
languages 
 Checkpoint 
2.5: 
Illustrate 
through 
multiple 
media 
Guideline 
3: 
Provide 
options 
for 
comprehension 
 Checkpoint 
3.1: 
Activate 
or 
supply 
background 
knowledge 
 Checkpoint 
3.2: 
Highlight 
patterns, 
critical 
features, 
big 
ideas, 
and 
relationships 
 Checkpoint 
3.3: 
Guide 
information 
processing, 
visualization, 
and 
manipulation 
 Checkpoint 
3.4: 
Maximize 
transfer 
and 
generalization 
 
THE 
STRATEGIC 
NETWORK: 
The 
How 
of 
Learning 
PRINCIPLE 
II. 
PROVIDE 
MULTIPLE 
MEANS 
OF 
ACTION 
AND 
EXPRESSION 
Guideline 
4: 
Provide 
options 
for 
physical 
action 
 Checkpoint 
4.1: 
Vary 
the 
methods 
for 
response 
and 
navigation 
 Checkpoint 
4.2: 
Optimize 
access 
to 
tools 
and 
assistive 
technologies 
Guideline 
5: 
Provide 
options 
for 
expression 
and 
communication 
 Checkpoint 
5.1: 
Use 
multiple 
media 
for 
communication 
 Checkpoint 
5.2: 
Use 
multiple 
tools 
for 
construction 
and 
composition 
 Checkpoint 
5.3: 
Build 
fluencies 
with 
graduated 
levels 
of 
support 
for 
practice 
and 
performance 
Guideline 
6: 
Provide 
options 
for 
executive 
functions 
 Checkpoint 
6.1: 
Guide 
appropriate 
goal--setting 
 Checkpoint 
6.2: 
Support 
planning 
and 
strategy 
development 
 Checkpoint 
6.3: 
Facilitate 
managing 
information 
and 
resources 
 Checkpoint 
6.4: 
Enhance 
capacity 
for 
monitoring 
progress 

12 
THE 
AFFECTIVE 
NETWORK: 
The 
Why 
of 
Learning 
PRINCIPLE 
III. 
PROVIDE 
MULTIPLE 
MEANS 
OF 
ENGAGEMENT 
Guideline 
7: 
Provide 
options 
for 
recruiting 
interest 
 Checkpoint 
7.1: 
Optimize 
individual 
choice 
and 
autonomy 
 Checkpoint 
7.2: 
Optimize 
relevance, 
value, 
and 
authenticity 
 Checkpoint 
7.3: 
Minimize 
threats 
and 
distractions 
Guideline 
8: 
Provide 
options 
for 
sustaining 
effort 
and 
persistence 
 Checkpoint 
8.1: 
Heighten 
salience 
of 
goals 
and 
objectives 
 Checkpoint 
8.2: 
Vary 
demands 
and 
resources 
to 
optimize 
challenge 
 Checkpoint 
8.3: 
Foster 
collaboration 
and 
community 
 Checkpoint 
8.4: 
Increase 
mastery--oriented 
feedback 
Guideline 
9: 
Provide 
options 
for 
self--regulation 
 Checkpoint 
9.1: 
Promote 
expectations 
and 
beliefs 
that 
optimize 
motivation 
 Checkpoint 
9.2: 
Facilitate 
personal 
coping 
skills 
and 
strategies 
 Checkpoint 
9.3: 
Develop 
self--assessment 
and 
reflection 

13 
THE 
CAREER 
ASSESSMENT 
PROCESS 
To 
achieve 
the 
goals 
of 
ECO 
UDL, 
salient 
information 
on 
student 
strengths, 
needs, 
interests 
and 
preferences 
must 
be 
gathered. 
This 
is 
completed 
through 
a 
Career 
Assessment 
Process. 
As 
noted 
above, 
multiple 
sources 
of 
information 
contribute 
to 
the 
complete 
picture 
of 
the 
student: 
Student 
Interview 
-- 
The 
assessment 
process 
begins 
with 
the 
student 
interview. 
A 
standard 
student 
interview 
format 
is 
used 
to 
gather 
information 
from 
the 
student's 
perspective. 
The 
interview 
format 
includes 
19 
questions 
covering 
content 
on 
work 
experience, 
school 
experience, 
leisure 
activities, 
learning 
style, 
disability 
awareness, 
individual 
strengths/needs, 
family, 
transportation, 
and 
use 
of 
technology. 
In 
accord 
with 
the 
principles 
of 
UDL, 
students 
are 
offered 
an 
advance 
organizer 
of 
the 
questions 
to 
be 
asked 
and 
are 
able 
to 
respond 
verbally 
or 
in 
writing 
according 
to 
their 
personal 
preference. 
Teacher 
Interview/Team 
Meeting 
-- 
an 
organizer 
is 
used 
to 
gather 
information 
from 
teachers 
and 
other 
relevant 
staff 
(work 
study 
staff, 
counselors, 
etc.). 
Information 
is 
gathered 
on 
student's 
career 
interests, 
preferences, 
academic 
performance, 
talents/skills, 
and 
strengths 
and 
needs 
in 
the 
three 
UDL 
Networks 
(Recognition, 
Strategic, 
and 
Affective). 
Information 
is 
also 
gathered 
from 
other 
school 
records 
(academic 
assessment, 
work 
study 
progress 
reports, 

14 
student 
portfolios, 
etc.) 
Parent 
Interview 
-- 
perceptions 
are 
gained 
from 
parents 
or 
guardians 
via 
a 
standard 
parent 
interview 
format. 
This 
interview 
consists 
of 
15 
questions 
addressing 
the 
student's 
school 
interests, 
leisure 
interests, 
challenges, 
impact 
of 
disability, 
learning 
style, 
technology 
use, 
transportation 
and 
parent 
goals. 
Parents 
are 
contacted 
via 
phone 
and 
email. 
They 
are 
given 
a 
choice 
of 
response 
formats 
(phone 
interview 
or 
completion 
of 
a 
written 
form). 
An 
advance 
organizer 
is 
provided 
via 
email 
so 
the 
parent 
is 
aware 
of 
what 
questions 
will 
be 
asked. 
Interest 
& 
Preference 
Assessment 
-- 
Student's 
career 
interests 
are 
assessed 
using 
Envision 
Your 
Career. 
They 
are 
provided 
with 
either 
the 
standard 
Envision 
Your 
Career 
worksheet 
or 
a 
modified 
easy 
version 
depending 
upon 
the 
student's 
needs 
and 
preferences. 
The 
results 
of 
this 
interest 
assessment 
yields 
a 
Holland 
Code. 
This 
two 
or 
three 
digit 
Holland 
Code 
is 
then 
compared 
with 
other 
jobs/careers 
that 
have 
the 
same 
Holland 
Code. 
The 
Dictionary 
of 
Holland 
Codes, 
the 
Careers 
Finder, 
or 
the 
Jobs 
Finder 
can 
be 
used 
to 
identify 
related 
occupations 
that 
may 
be 
of 
interest 
to 
the 
student. 
Envision 
Your 
Career 
is 
(for 
the 
purposes 
of 
this 
assessment 
process) 
administered 
one 
on 
one 
so 
student 
reactions 
to 
the 
jobs 
presented 
can 
be 
determined. 
Student's 
verbal 
comments 
are 
recorded 
during 
the 
administration. 
An 
item 
analysis 
of 
student 
responses 
to 
Envision 
Your 
Career 
can 
also 
be 
completed 
to 
determine 
preferences. 
This 
is 
particularly 
important 
if 
few 
positive 
(strongly 
like 
or 
like) 
responses 
are 
marked. 
The 
Career 
Priorities 
Profile 
is 
used 
to 
clarify 
student 
temperaments, 
preferences 
and 
unwritten/unspoken 
rules 
about 
employment. 
Career 
Exploration 
-- 
Student's 
gather 
more 
information 
about 
their 
jobs 
of 
preference 
via 
the 
videos 
on 
America's 
Career 
Information 
Network. 
This 
additional 
information 
can 
assist 
them 
in 
deciding 
whether 
they 
wish 
to 
explore 
those 
particular 
jobs 
through 
their 
EFE 
placement. 
Information 
from 
the 
multiple 
sources 
above 
are 
used 
to 
determine 
appropriate 
career 
targets. 
These 
career 
targets 
are 
detailed 
using 
the 
information 
from 
O*Net 
. 
A 
detailed 
report 
of 
the 
assessment 
findings 
and 
job 
targets 
is 
then 
completed. 
Assessment 
forms 
and 
links 
to 
assessment 
resources 
are 
available 
at 
http://phillipsprograms.pbworks.com 

15 
SAMPLE 
CAREER 
ASSESSMENT 
REPORT 
INDIVIDUALIZED 
CAREER 
ASSESSMENT 
Expanding 
Career 
Options 
with 
Universal 
Design 
for 
Learning 
This 
career 
assessment 
was 
conducted 
through 
the 
lens 
of 
Universal 
design 
for 
learning 
(UDL) 
(http://www.udlcenter.org/aboutudl/whatisudl). 
UDL 
provides 
a 
framework 
for 
consideration 
for 
individual 
learning 
across 
three 
brain 
networks 
that 
specify 
how 
an 
individual 
understands 
the 
what, 
the 
how 
and 
the 
why 
of 
learning. 
These 
are 
defined 
as 
the 
Recognition, 
Strategic 
and 
Affective 
neural 
networks. 
To 
support 
effectiveness 
across 
these 
networks, 
specific 
UDL 
Guidelines 
(http://www.udlcenter.org/aboutudl/udlguidelines/introduction) 
and 
best 
practices 
suggest 
providing 
multiple 
means 
of 
representing 
the 
materials, 
multiple 
ways 
for 
individuals 
to 
demonstrate 
what 
they 
know 
and, 
providing 
multiple 
ways 
to 
engage 
interest 
(Center 
for 
Applied 
Special 
Technology, 
2010). 
I. 
Identifying 
Information 
Name: 
T. 
School: 
Phillips 
Programs 
~ 
Annandale 
School 
School 
Contact: 
Lindsay 
Harris, 
Ed.S., 
Program 
Supervisor, 
Lindsay.Harris@phillipsprograms.org 
Date 
of 
Assessment: 
3/1/10, 
5/5/10, 
5/21/10, 
9/22/10 
Date 
of 
Report: 
September 
22, 
2010 
Reason 
for 
Referral: 
T. 
was 
referred 
for 
a 
career 
assessment 
to 
determine 
appropriate 
options 
for 
a 
work 
experience 
placement 
for 
the 
Fall 
of 
2010. 
II. 
Career 
Assessment 
Tools 
and 
Techniques 
Utilized 
Student 
Interview 
3/1/10 
One--on--one 
interview 
with 
student 
-- 
Phillips 
Staff 
Member 
Lindsay 
Harris 
also 
present 

16 
Interview 
with 
Phillips 
School 
Staff 
5/5/10 
Staff 
Interview 
with 
Karen 
Steshko 
& 
Beth 
Creech 
Review 
of 
1/25/10 
Career 
Education 
Midyear 
Progress 
Report 
Review 
of 
Student 
Career 
Education 
Portfolio 
Parent 
Interview 
Ms. 
T. 
9/22/10 
Ms. 
T. 
was 
interviewed 
via 
phone 
on 
September 
22, 
2010. 
She 
was 
provided 
with 
an 
advance 
organizer 
of 
the 
questions, 
which 
would 
be 
asked. 
Interest 
Assessment 
5/21/10 
Envision 
Your 
Career 
with 
modified 
three--answer 
response 
format. 
Discussion 
of 
Assessment 
results 
and 
related 
occupations 
Student 
Interview 
T. 
reported 
that 
he 
has 
work 
experience 
through 
a 
school 
placement 
in 
which 
he 
assembles 
packets 
of 
materials 
and 
puts 
stickers 
on 
fire 
hats 
to 
be 
distributed 
to 
schools 
and 
organizations 
as 
part 
of 
a 
fire 
safety 
public 
awareness 
campaign 
for 
the 
fire 
department. 
T. 
reported 
he 
likes 
this 
work. 
In 
school, 
T. 
reported 
that 
he 
has 
no 
favorite 
subjects 
although 
he 
stated 
that 
he 
would 
do 
more 
math 
in 
school 
if 
he 
could. 
T. 
likes 
playing 
with 
his 
dogs 
in 
his 
free 
time 
and 
enjoys 
playing 
games 
on 
Xbox 
360 
and 
Wii. 
He 
reported 
that 
he 
is 
in 
good 
general 
health 
with 
no 
limits 
on 
what 
he 
can 
do 
physically 
in 
regard 
to 
work. 
Staff 
Interview 
Staff 
at 
the 
Phillips 
Schools 
report 
that 
in 
his 
free 
time 
in 
school 
T. 
enjoys 
looking 
up 
information 
about 
Army 
surplus, 
trucks 
and 
busses 
on 
the 
Internet. 
He 
expressed 
to 
his 
teachers 
the 
desire 
to 
work 
in 
the 
Caf. 
The 
results 
of 
the 
Virginia 
View 
which 
he 
took 
in 
school 
did 
not 
yield 
any 
particular 
interests 
on 
T.'s 
part. 
T. 
enjoys 
working 
by 
himself 
or 
with 
a 
small 
group. 
He 
also 
enjoys 
being 
outdoors. 
Parent 
Interview 
Ms. 
T. 
provided 
feedback 
from 
a 
parent 
perspective 
on 
T.'s 
interests, 
strengths 
and 
needs. 
She 
reported 
that 
in 
school, 
T. 
enjoys 
his 
class, 
which 
focuses 
on 
developing 
daily 
living 
skills. 
She 
reported 
that 
he 
enjoys 
the 
independence 
of 
that 
class 
and 
likes 
making 
purchases 
in 
the 
community. 
T. 
also 
enjoys 
riding 
the 
bus 
to 
and 
from 
school, 
working 
in 
the 
Caf, 
and 
his 
EFE 
classes. 
She 
reported 
that 
he 
particularly 
enjoys 
social 
interaction 
with 
his 
fellow 
students 
at 
school. 
He 
likes 
work 
involving 
the 
computer. 
She 
stated 
that 
he 
dislikes 
sitting 
down 
and 
listening 
for 
extended 
periods 
of 
time 
while 
learning 
in 
a 
classroom 
setting. 
Ms. 
T. 
reported 
that 
T.'s 
favorite 
EFE 
experience 
was 
working 
at 
the 
food 
bank. 
She 
reported 
that 
he 
enjoyed 
the 
organizing 
involved 
with 
that 
job. 
Although 
T. 
enjoyed 
the 
setting 
of 
the 
fire 
station, 
she 
reported 
that 
he 
disliked 
the 
activities 
there, 
which 
involve 
preparing 
packets 
of 

17 
materials. 
In 
his 
free 
time, 
T. 
enjoys 
socializing 
with 
others, 
playing 
with 
his 
dogs 
and 
playing 
with 
his 
neighbors. 
He 
enjoys 
spending 
time 
outside 
and 
likes 
to 
swim. 
He 
also 
enjoys 
playing 
video 
games 
involving 
driving. 
T. 
is 
involved 
in 
his 
community 
as 
a 
volunteer 
with 
the 
Purcellville 
Rescue 
Squad. 
He 
has 
volunteered 
at 
community 
events 
including 
providing 
first 
aid 
and 
tours 
of 
the 
rescue 
equipment 
at 
community 
events. 
Ms. 
T. 
reported 
that 
at 
home 
T. 
does 
numerous 
chores 
including 
getting 
the 
mail, 
doing 
laundry, 
taking 
out 
the 
trash 
and 
yard 
work. 
She 
reported 
that 
he 
enjoys 
the 
yard 
work 
most 
but 
does 
not 
complain 
about 
any 
of 
the 
chores 
he 
is 
asked 
to 
do. 
Ms. 
T. 
reported 
that 
T.'s 
biggest 
challenge 
in 
school 
is 
maintaining 
appropriate 
social 
boundaries. 
She 
views 
this 
as 
his 
biggest 
challenge 
for 
work 
and 
in 
life 
as 
well. 
Ms. 
T. 
reported 
that 
T. 
is 
sometimes 
bossy 
and 
likes 
to 
make 
his 
opinion 
known. 
She 
reported 
that 
both 
she 
and 
T. 
volunteer 
together 
at 
the 
Purcellville 
Rescue 
Squad. 
She 
is 
trying 
to 
model 
appropriate 
social 
interactions 
for 
T. 
in 
this 
community 
setting. 
The 
careers 
that 
T. 
has 
talked 
about 
most 
include 
Bus 
Driver 
and 
Ambulance 
Driver. 
She 
reported 
that 
he 
would 
also 
enjoy 
being 
an 
Aide 
on 
a 
bus. 
Ms. 
T. 
reported 
that 
T. 
likes 
providing 
first 
aid 
and 
also 
is 
sincerely 
concerned 
that 
the 
person 
is 
okay. 
Ms. 
T. 
reported 
that 
T. 
does 
not 
have 
any 
allergies 
that 
prevent 
him 
from 
working 
in 
particular 
work 
environments. 
She 
reported 
that 
he 
has 
poor 
eye 
hand 
coordination 
and 
difficulty 
with 
balance. 
These 
decline 
significantly 
when 
he 
is 
fatigued. 
In 
addition, 
Ms. 
T. 
reported 
that 
T. 
has 
a 
shunt 
and 
it 
is 
important 
for 
him 
to 
be 
careful 
not 
to 
hit 
his 
head. 
There 
are, 
however, 
no 
further 
restrictions 
related 
to 
the 
shunt. 
T. 
has 
visual 
field 
difficulties 
and 
this 
affects 
his 
ability 
to 
focus 
in 
on 
details 
in 
the 
work 
environment. 
Ms. 
T. 
reported 
that 
T. 
learns 
best 
when 
given 
short 
verbal 
instructions. 
It 
is 
important 
that 
the 
directions 
be 
clear. 
She 
reported 
that 
T. 
has 
a 
tendency 
to 
interpret 
everything 
literally 
therefore 
figurative 
language 
should 
be 
avoided. 
Ms. 
T. 
reported 
that 
T. 
also 
has 
a 
tendency 
to 
refuse 
requests 
if 
they 
are 
presented 
in 
question 
form. 
She 
indicated 
that 
he 
is 
better 
when 
given 
a 
directive 
rather 
than 
being 
asked 
to 
assist 
with 
something. 
Ms. 
T. 
reported 
that 
T. 
does 
best 
with 
reinforcement 
of 
concepts 
and 
that 
it 
is 
particularly 
important 
that 
he 
understand 
why 
something 
is 
being 
asked. 
T. 
has 
proficiency 
with 
a 
cell 
phone 
for 
calling 
and 
use 
of 
a 
computer 
for 
searching 
the 
Internet 
and 
sending 
e--mail. 
She 
reported 
that 
he 
does 
better 
with 
larger 
technology 
items 
because 
of 
his 
difficulty 
with 
vision. 
At 
the 
present 
time 
T. 
relies 
on 
his 
mother 
for 
transportation. 
Ms. 
T. 
reported 
that 
she 
is 
hopeful 
that 
T. 
will 
learn 
to 
be 
able 
to 
take 
public 
transportation 
on 
his 
own 
and 
to 
become 
more 
independent. 
Her 
goal 
for 
him 
is 
to 
live 
in 
a 
group 
home 
in 
the 
community, 
be 
socially 
active, 
have 
a 
job, 
and 
be 
able 
to 
take 
care 
of 
himself. 
She 
hopes 
for 
him 
to 
be 
as 
independent 
as 
possible 
and 
to 
"do 
things 
on 
his 
own 
in 
a 
safe 
and 
appropriate 
way." 

18 
Career 
Interests 
To 
clarify 
T.'s 
interests 
for 
a 
potential 
work 
experience 
for 
the 
Fall 
of 
2010, 
Envision 
Your 
Career 
was 
administered. 
This 
required 
T. 
to 
view 
and 
respond 
to 
66 
live 
action 
video 
clips 
showing 
people 
performing 
typical 
job 
duties 
in 
actual 
work 
environments. 
T. 
had 
to 
determine 
if 
he 
liked 
the 
job, 
didn't 
care 
much 
about 
the 
job 
or 
disliked 
the 
job 
by 
selecting 
the 
appropriate 
emoticon 
that 
matched 
his 
level 
of 
interest. 
T. 
easily 
understood 
what 
was 
required 
of 
him 
and 
willingly 
engaged 
in 
the 
task. 
T.'s 
Envision 
Your 
Career 
results 
showed 
his 
highest 
occupational 
clusters 
were 
Realistic 
and 
Investigative. 
Realistic 
occupations 
are 
hands--on 
and 
involve 
working 
with 
tools, 
equipment 
and 
machinery. 
Investigative 
jobs 
involve 
gathering 
information 
and 
problem 
solving. 
Some 
jobs 
which 
match 
T.s 
interest 
profile 
and 
in 
which 
he 
indicated 
interest 
includes: 
. Farm 
Machine 
Operator 
. Stable 
Attendant 
. Veterinarian 
. Kennel 
Manager 
. Ambulance 
Driver 
. Dog 
Groomer 
. Farm 
Equipment 
Mechanic 
T.'s 
range 
of 
interests 
was 
very 
restricted. 
He 
responded 
that 
he 
liked 
only 
four 
of 
the 
66 
jobs 
presented. 
An 
item 
analysis 
of 
the 
four 
items 
he 
endorsed 
as 
being 
of 
high 
interest, 
included 
the 
following 
occupations: 
. Livestock 
Yard 
Supervisor 
. Veterinary 
Livestock 
Inspector 
. Veterinarian 
. Preschool 
Teacher 
While 
watching 
Envision 
Your 
Career, 
T. 
made 
numerous 
comments 
about 
the 
jobs 
he 
saw. 
He 
reported, 
"I 
love 
pets" 
when 
shown 
the 
Veterinarian 
job. 
He 
indicated 
that 
he 
"hates 
blood", 
"hates 
cooking" 
and 
does 
not 
want 
to 
do 
"anything 
dangerous." 
T. 
also 
stated, 
"any 
job 
that 
involves 
walking 
-- 
not 
for 
me." 
When 
questioned 
about 
this 
later, 
he 
did 
indicate 
that 
he 
would 
be 
willing 
to 
do 
some 
walking 
as 
part 
of 
a 
job, 
particularly 
if 
it 
involved 
one 
of 
his 
strong 
interests 
such 
as 
working 
with 
pets. 
III. 
Career 
Pathway 
Recommendations 
Working 
with 
animals 
seemed 
the 
most 
appealing 
of 
all 
the 
options 
for 
T. 
For 
Fall 
2010, 
T. 
may 
enjoy 
entry--level 
jobs 
in 
animal 
care 
such 
as 
Kennel 
Attendant, 
Dog 
Bather, 
and 
Working 
in 
a 
Pet 
Store 
or 
Veterinary 
Assistant. 
Descriptions 
of 
these 
jobs 
and 
related 
tasks 
obtained 
from 
O*Net, 

19 
http://online.onetcenter.org/) 
the 
U.S. 
Department 
of 
Labor 
Occupational 
Information 
Network, 
include: 
31--9096.00 
-- 
Veterinary 
Assistants 
and 
Laboratory 
Animal 
Caretakers 
http://online.onetcenter.org/link/summary/31--9096.00 
Feed, 
water, 
and 
examine 
pets 
and 
other 
nonfarm 
animals 
for 
signs 
of 
illness, 
disease, 
or 
injury 
in 
laboratories 
and 
animal 
hospitals 
and 
clinics. 
Clean 
and 
disinfect 
cages 
and 
work 
areas, 
and 
sterilize 
laboratory 
and 
surgical 
equipment. 
May 
provide 
routine 
post-- 
operative 
care, 
administer 
medication 
orally 
or 
topically, 
or 
prepare 
samples 
for 
laboratory 
examination 
under 
the 
supervision 
of 
veterinary 
or 
laboratory 
animal 
technologists 
or 
technicians, 
veterinarians, 
or 
scientists. 
Sample 
of 
reported 
job 
titles: 
Veterinary 
Assistant 
(Vet 
Assistant), 
Veterinary 
Technician 
(Vet 
Tech), 
Veterinary 
Assistant 
(VA), 
Kennel 
Technician, 
Veterinarian 
Assistant, 
Kennel 
Assistant, 
Groomer, 
Animal 
Caregiver, 
Animal 
Care 
Provider, 
Kennel 
Attendant 
Tasks 
. Monitor 
animals' 
recovering 
from 
surgery 
and 
notify 
veterinarians 
of 
any 
unusual 
changes 
or 
symptoms. 
. Clean 
and 
maintain 
kennels, 
animal 
holding 
areas, 
examination 
and 
operating 
rooms, 
and 
animal 
loading/unloading 
facilities 
to 
control 
the 
spread 
of 
disease. 
. Hold 
or 
restrain 
animals 
during 
veterinary 
procedures. 
. Administer 
medication, 
immunizations, 
and 
blood 
plasma 
to 
animals 
as 
prescribed 
by 
veterinarians. 
. Provide 
emergency 
first 
aid 
to 
sick 
or 
injured 
animals. 
. Assist 
veterinarians 
in 
examining 
animals 
to 
determine 
the 
nature 
of 
illnesses 
or 
injuries. 
. Clean, 
maintain, 
and 
sterilize 
instruments 
and 
equipment. 
. Perform 
routine 
laboratory 
tests 
or 
diagnostic 
tests 
such 
as 
taking 
and 
developing 
x-- 
rays. 
. Administer 
anesthetics 
during 
surgery 
and 
monitor 
the 
effects 
on 
animals. 
. Prepare 
surgical 
equipment, 
and 
pass 
instruments 
and 
materials 
to 
veterinarians 
during 
surgical 
procedures. 
43--5081.01 
-- 
Stock 
Clerks, 
Sales 
Floor 
(Pet/Store) 
 
http://online.onetcenter.org/link/summary/43--5081.01Receive, 
store, 
and 
issue 
sales 
floor 
merchandise. 
Stock 
shelves, 
racks, 
cases, 
bins, 
and 
tables 
with 
merchandise 
and 
arrange 
merchandise 
displays 
to 
attract 
customers. 
May 
periodically 
take 
physical 
count 
of 
stock 
or 
check 
and 
mark 
merchandise. 
Sample 
of 
reported 
job 
titles: 
Stock 
Clerk, 
Night 
Stocker, 
Checker 
Stocker, 
Stocker, 
Store 
Clerk, 
Grocery 
Stock 
Clerk, 
Picker 

20 
Tasks 
. Answer 
customers' 
questions 
about 
merchandise 
and 
advise 
customers 
on 
merchandise 
selection. 
. Itemize 
and 
total 
customer 
merchandise 
selection 
at 
checkout 
counter, 
using 
cash 
register, 
and 
accept 
cash 
or 
charge 
card 
for 
purchases. 
. Take 
inventory 
or 
examine 
merchandise 
to 
identify 
items 
to 
be 
reordered 
or 
replenished. 
. Pack 
customer 
purchases 
in 
bags 
or 
cartons. 
. Stock 
shelves, 
racks, 
cases, 
bins, 
and 
tables 
with 
new 
or 
transferred 
merchandise. 
. Receive, 
open, 
unpack 
and 
issue 
sales 
floor 
merchandise. 
. Clean 
display 
cases, 
shelves, 
and 
aisles. 
. Compare 
merchandise 
invoices 
to 
items 
actually 
received 
to 
ensure 
that 
shipments 
are 
correct. 
. Requisition 
merchandise 
from 
supplier 
based 
on 
available 
space, 
merchandise 
on 
hand, 
customer 
demand, 
or 
advertised 
specials. 
. Transport 
packages 
to 
customers' 
vehicles. 
Note: 
A 
specific 
occupational 
description 
for 
Animal 
Groomer 
(Groomer 
Assistant, 
Dog 
Bather) 
was 
not 
available 
through 
O*Net. 
IV. 
CAREER 
LEARNING 
NEEDS 
AND 
UDL 
NETWORKS 
Based 
on 
initial 
review 
of 
paperwork, 
the 
interview 
with 
T. 
and 
preliminary 
discussions 
with 
the 
career 
education 
staff, 
T.'s 
primary 
area 
of 
learning 
focuses 
on 
needed 
UDL 
strategies 
and 
approaches 
that 
relate 
to 
the 
recognition 
neural 
network. 
T. 
has 
visual 
difficulties 
and 
does 
not 
see 
errors 
in 
his 
work. 
He 
also 
has 
difficulty 
with 
matching. 
When 
on 
the 
job, 
he 
does 
not 
look 
for 
the 
next 
thing 
to 
do. 
He 
needs 
cueing 
and 
prompting 
for 
work 
completion. 
Secondly, 
within 
the 
strategic 
network 
T. 
also 
exhibits 
organizational 
needs 
due 
to 
his 
limitations 
with 
executive 
functioning. 
He 
has 
difficulty 
sequencing 
task 
steps 
and 
he 
has 
difficulty 
using 
technology 
effectively. 
Finally, 
in 
the 
affective 
network, 
he 
would 
benefit 
from 
support 
in 
working 
effectively 
with 
peers 
as 
he 
can 
be 
bossy 
to 
other 
students 
he 
views 
as 
less 
capable. 
He 
avoids 
work 
with 
tasks 
he 
perceives 
as 
difficult 
for 
him. 
T. 
needs 
to 
be 
accepting 
of 
reminders 
from 
staff 
to 
continue 
working 
and 
seek 
help 
from 
staff 
when 
he 
is 
experiencing 
difficulty. 

21 
V. 
Recommended 
UDL 
Strategies 
and 
Suggested 
Technology 
Tools 
Below 
are 
several 
recommended 
UDL 
Instructional 
Strategies 
and 
Technologies 
that 
can 
be 
considered 
for 
this 
students 
ongoing 
career 
exploration 
and 
training 
(adapted 
from 
UDL 
Guidelines 
http://www.udlcenter.org/aboutudl/udlguidelines/introduction). 
These 
recommendations 
are 
specified 
across 
each 
of 
the 
UDL 
networks 
that 
target 
specific 
need 
areas, 

22 
UDL 
guideline 
approaches, 
and 
mobiles 
technologies 
that 
complement 
21st 
century 
technologies. 
Recognition 
Network: 
o Provide 
options 
for 
perception 
(of 
visual 
information): 
. Suggested 
technology 
tools 
might 
include 
selected 
mobile 
apps 
such 
as 
Speak 
it, 
Web 
Reader 
or 
Auditorium 
Notes 
and 
turning 
on 
the 
Universal 
Access 
Features 
on 
iPad/iTouch. 
o Provide 
options 
for 
comprehension 
(that 
guide 
information 
processing 
and 
support 
memory 
transfer) 
. Suggested 
technology 
strategies 
might 
include 
including 
embed 
hyperlinks, 
comments 
and 
pictures 
within 
digital 
text, 
tables 
or 
schedules 
to 
support 
background 
information; 
consider 
Apps 
such 
as 
Awesome 
Note, 
My 
Homework, 
ToDo 
oriented 
podcasts 
or 
vodcasts, 
Time 
Timer, 
Audio 
Memos 
Strategic 
Network: 
o Provide 
options 
for 
executive 
functions 
(that 
support 
planning 
& 
strategy 
development) 
. Suggested 
technology 
strategies 
might 
include 
utilizing 
software 
that 
allows 
creation 
of 
custom 
charts 
and 
schedules 
such 
as 
MSWord 
tables 
and 
outlines, 
PowerPoint 
for 
visual 
and 
voice--over 
sequenced 
presentations, 
PowerPoint 
to 
Camtasia 
video 
for 
visual/voice--over 
video 
clips, 
Inspiration 
or 
Webspiration 
to 
create 
custom 
concept 
maps 
and 
outlines. 
Other 
apps 
that 
might 
be 
helpful 
include 
Ideasktech 
or 
a 
tool 
at 
Mindomo.com 
o Provide 
options 
for 
visual 
and 
auditory 
cuing 
. Suggested 
technology 
tools 
might 
include 
portable 
electronic 
devices 
that 
can 
be 
customized 
for 
visual 
and 
auditory 
cueing 
such 
as 
mp3 
players, 
iTouch 
or 
iPad 
devices, 
etc. 
Several 
apps 
that 
might 
be 
helpful 
include 
Audio 
Note 
or 
MyNoteit. 
Activating 
the 
universal 
access 
features 
on 
the 
iTouch 
or 
iPad 
may 
be 
of 
particular 
benefit 
for 
this 
student. 
o Provide 
options 
for 
expressive 
skills 
and 
fluency 
(scaffolding 
practice 
and 
performance) 
. Suggested 
technology 
tools 
might 
include 
portable 
apps 
such 
as 
iPrompts, 
Visuals, 
StepStones, 
Picture 
Planner 
HD 
or 
Picture 
Scheduler; 
using 
embedded 
voice 
and 
visual 
comments 
in 
MS 
Word 
documents. 
Affective 
Network: 
o Provide 
options 
for 
recruiting 
interest 
(reduce 
threats 
and 
distractions) 
. Suggested 
technology 
strategies 
might 
include 
consider 
using 
charts, 
calendars 
and 
schedules 
that 
are 
customized 
to 
student 
interests/preferences; 
Consider 
Apps 
such 
as 
Time 
Timer, 
ToDo, 
Picture 

23 
Scheduler, 
Simple 
Notes 
o Provide 
options 
that 
sustain 
effort 
and 
persistence 
. Suggested 
technology 
strategies 
might 
include 
differentiating 
the 
degree 
of 
difficulty 
by 
breaking 
tasks 
into 
chunks 
of 
information; 
portable 
digital 
apps 
such 
as 
StepStones, 
Visuals, 
Dragon 
Dictate, 
Speak 
It, 
Task 
Other 
Resources: 
 Custom 
software 
applications 
apps 
that 
can 
be 
helpful 
on 
PC 
desktop 
and 
laptop 
computers 
such 
as 
those 
offered 
at 
http://www.rsc--ne-- 
scotland.ac.uk/eduapps/compare.php 
and 
http://www.scribd.com/doc/24470331/iPhone--iPad--and--iPod--touch--Apps--for--Special-- 
Education 
 Mobile 
apps 
that 
can 
be 
downloaded 
and 
customized 
for 
PC 
desktop 
and 
laptop 
computers 
can 
also 
be 
found 
at 
http://google.com/mobile 
 Portable 
tools 
that 
can 
be 
used 
on 
other 
types 
of 
mobile 
devices 
can 
be 
found 
at 
Ablelink, 
http://www.ablelinktech.com 
 Additional 
information 
and 
examples 
of 
UDL 
approaches 
can 
be 
found 
at: 
Center 
for 
Applied 
Special 
Technology 
(2010). 
UDL 
Guidelines 
-- 
Version 
1.0: 
Examples 
and 
Resources. 
Retrieved 
October 
15, 
2011 
from 
http://www.udlcenter.org/aboutudl/udlguidelines 
Assessment 
Team 
Members 
Lynn 
R. 
Dowd, 
Ed.S., 
CVE, 
Project 
Consultant/Certified 
Vocational 
Evaluator 
Frances 
G. 
Smith, 
Ed.D., 
CVE, 
Project 
Consultant/ 
Certified 
Vocational 
Evaluator 
Lindsay 
Harris, 
Ed.S., 
Program 
Supervisor, 
Phillips 
Programs 

24 
TOOLS 
DEVELOPED 
FOR 
USE 
IN 
THE 
CAREER 
ASSESSMENT 
PROCESS 
Student 
Interview: 
Student 
Name: 
1. Do 
you 
have 
any 
work 
experience? 
2. Have 
you 
done 
any 
volunteer 
work? 
3. Do 
you 
have 
any 
favorite 
classes 
in 
school? 
4. Tell 
me 
about 
your 
disability? 
5. What's 
the 
hardest 
thing 
for 
you 
in 
school? 
Easiest? 
6. Do 
you 
have 
any 
health 
or 
medical 
problems? 
7. Do 
you 
have 
any 
allergies? 
8. Are 
you 
taking 
any 
medications? 
Any 
side 
effects 
of 
the 
medications? 
9. Current 
physical 
abilities 
 
do 
you 
have 
any 
limitations 
in 
any 
of 
the 
following 
areas. 
.. 
Lifting 
.. 
Balancing 
.. 
Stooping 
.. 
Reaching 
.. 
Climbing 
.. 
Crawling 
.. 
Standing 
.. 
Handling 
.. 
Sitting 
.. 
Kneeling 
.. 
Walking 
.. 
Fingering 
.. 
Feeling 
.. 
Energy 
Level/Fatigue 
.. 
Attention/Concentration 

25 
10. What 
is 
your 
current 
living 
situation? 
Where 
do 
you 
live? 
Who 
is 
in 
the 
household 
with 
you? 
What 
is 
the 
primary 
language 
that 
is 
spoken 
in 
your 
home? 
11. 
How 
do 
you 
remember 
information? 
reminders? 
calendar? 
assignment 
book? 
12. Who 
do 
you 
rely 
on 
for 
support 
if 
you 
need 
help 
with 
something? 
13. What 
do 
you 
do 
in 
your 
spare 
time? 
Do 
you 
have 
any 
hobbies 
or 
leisure 
activities 
that 
you 
really 
enjoy? 
14. 
Do 
you 
use: 
.. 
Cell 
Phone 
. 
. 
. 
. 
. 
. 
. 
.. 
calling 
.. 
texting 
.. 
camera 
.. 
alarm 
.. 
other 
____ 
.. 
Computer 
. 
. 
. 
. 
. 
. 
. 
. 
.. 
search 
internet 
.. 
send 
email 
.. 
Ipod/MP3 
. 
. 
. 
. 
. 
. 
. 
. 
.. 
music 
.. 
books 
.. 
video 
.. 
Itouch 
.. 
Pocket 
PC 
.. 
PDA 
15. Do 
you 
have 
access 
to 
transportation? 
What 
areas 
can 
you 
travel 
to? 
16. What 
are 
your 
plans 
for 
the 
future? 
17. What 
would 
your 
parent/guardian 
like 
to 
see 
you 
do? 
18. What 
would 
make 
you 
successful? 
If 
you 
look 
down 
the 
road 
5 
or 
10 
years 
from 
now, 
what 
would 
you 
be 
doing? 
What 
would 
your 
life 
be 
like? 
19. Is 
there 
anything 
I 
didnt 
ask 
you 
that 
you 
think 
I 
should 
know 
about 
you? 

26 
Student 
Team 
Interview 
Form: 

27 
Parent 
Interview 
Student 
Name: 
Parent 
Name: 
Date 
of 
Interview: 
1. What 
classes 
does 
your 
son/daughter 
seem 
to 
like 
in 
school? 
2. Are 
there 
any 
EFE 
experiences 
that 
your 
son/daughter 
had 
through 
school 
that 
he/she 
particularly 
liked? 
3. What 
does 
your 
son/daughter 
enjoy 
doing 
in 
his/her 
free 
time? 
4. What 
kind 
of 
household 
activities 
or 
chores 
does 
your 
son/daughter 
do 
at 
home? 
Are 
there 
any 
preferred 
tasks? 
Any 
he/she 
dislikes? 
5. What 
do 
you 
view 
as 
your 
son/daughter's 
biggest 
challenges 
in 
school? 
for 
work? 
in 
life? 
6. Has 
your 
son/daughter 
talked 
with 
you 
about 
careers? 
Are 
there 
any 
careers 
he/she 
has 
mentioned 
that 
he/she 
thinks 
he 
would 
like? 
(regardless 
of 
his/her 
ability 
to 
do 
the 
job) 
7. Does 
your 
son/daughter 
have 
any 
allergies 
or 
health 
concerns 
that 
may 
prevent 
him/her 
from 
working 
in 
particular 
work 
environments? 
8. Does 
your 
child 
have 
any 
limitations 
in 
any 
of 
the 
following 
areas: 
.. 
Lifting 
.. 
Balancing 
.. 
Stooping 
.. 
Reaching 
.. 
Climbing 
.. 
Crawling 
.. 
Standing 
.. 
Handling 
.. 
Sitting 
.. 
Kneeling 
.. 
Walking 
.. 
Fingering 
.. 
Feeling 
.. 
Fatigue/Endurance 
.. 
Attention/Concentration 

28 
9. 
How 
do 
you 
think 
your 
son/daughter 
learns 
or 
remembers 
information 
best? 
10. What 
kind 
of 
supports 
do 
you 
think 
he/she 
needs 
for 
learning/remembering? 
11. 
Does 
your 
child 
use 
any 
of 
the 
following 
popular 
technology 
: 
.. 
Cell 
Phone 
. 
. 
. 
. 
. 
. 
. 
.. 
calling 
.. 
texting 
.. 
camera 
.. 
alarm 
.. 
other 
____ 
.. 
Computer 
. 
. 
. 
. 
. 
. 
. 
. 
.. 
search 
internet 
.. 
send 
email 
.. 
Ipod/MP3 
. 
. 
. 
. 
. 
. 
. 
. 
.. 
music 
.. 
books 
.. 
video 
.. 
Itouch 
.. 
Pocket 
PC 
.. 
PDA 
12. Does 
your 
child 
have 
access 
to 
transportation? 
What 
areas 
can 
he/she 
travel 
to? 
What 
level 
of 
independence 
in 
travel 
do 
you 
hope 
your 
child 
will 
achieve 
(public 
transportation 
proficiency, 
driving, 
etc.?) 
13. What 
would 
you 
like 
to 
see 
your 
son/daughter 
do 
in 
the 
future? 
14. What 
is 
your 
view 
of 
success 
for 
your 
child? 
What 
would 
he/she 
be 
doing? 
What 
would 
his/her 
life 
be 
like? 
15. Is 
there 
anything 
I 
didnt 
ask 
you 
that 
you 
think 
I 
should 
know 
about 
your 
son/daughter? 

29 
ECOUDL 
CONGRUENCE 
MATRIX 

30 
ECOUDL 
CONGRUENCE 
MATRIX 

31 
ECOUDL 
CONGRUENCE 
MATRIX 
Additional 
ECOUDL 
Learning 
Needs 
are 
available 
at: 
http://phillipsprograms.pbworks.com 

32 
THERES 
AN 
APP 
FOR 
THAT 
Portable 
App 
Resources: 
 http://accessidevices.pbworks.com/w/page/31768845/FrontPage 
 Apple 
Universal 
Access, 
http://www.apple.com/ipad/features/accessibility.html 
 Apple 
Accessibility, 
http://www.apple.com/accessibility/ 
 iTouch 
Apps 
Resource 
@ 
VCU 
T/TAC 
-- 
http://ttactechtuesday.pbworks.com/w/page/7857905/iTouch--Apps 
 iPad 
Apps 
Resource 
@ 
VCU 
T/TAC 
-- 
http://ttactechtuesday.pbworks.com/w/page/27184002/iPadTools--Wiki 
Searching 
for 
those 
Apps! 
 Start 
here 
http://www.apple.com/webapps/ 
 Or, 
search 
through 
your 
iTunes 
account 
(Special 
Education 
in 
now 
a 
new 
category 
recognized 
by 
iTunes) 
 Or, 
browse 
through 
the 
growing 
array 
of 
web 
sites 
folks 
are 
sharing 
Moms 
With 
Apps 
http://momwithapps.com 
Appolicious 
http://appolicious.com 
iEducation 
App 
Review 
http://www.iear.org 
Learning 
in 
Hand 
http://learninginhand.com/ipodtouch/ 
App 
Resources 
on 
Speech 
Language 
Pathology 
Sharing 
http://slpsharing.com/app-- 
resources/ 
ConnSense 
Bulletin: 
Apps 
for 
Education 
http://www.connsensebulletin.com/2010/10/apps--for--education--update/ 
Tips 
for 
buying 
apps 
 Check 
the 
screenshots 

33 
. Developers 
are 
allowed 
up 
to 
4 
screenshots. 
Do 
the 
images 
show 
features 
you 
are 
looking 
for? 
Does 
the 
developer 
make 
us 
of 
all 
allowed 
screenshots 
or 
does 
the 
screenshot 
show 
only 
the 
home 
screen 
and 
developer 
information? 
 Check 
the 
date 
of 
development 
and 
the 
date 
of 
the 
last 
update 
. Has 
the 
developer 
updated 
the 
app 
to 
work 
with 
the 
latest 
iOS? 
What 
fixes 
were 
made? 
What's 
new? 
 Read 
the 
description 
. Click 
"more" 
and 
read 
for 
features. 
What 
devices 
are 
compatible? 
Is 
this 
an 
iPad 
only 
app? 
 Check 
the 
links 
. Check 
the 
developers 
website. 
Is 
it 
still 
active? 
What 
type 
of 
support 
is 
available? 
How 
much 
information 
is 
given? 
 Finally, 
with 
caution, 
read 
the 
reviews 
Developers 
can 
pay 
people 
to 
write 
good 
reviews 
Specific 
Apps 
and 
Software 
Tools 
Utilized 
in 
this 
Project 
Creativity 
 Ideasketch 
 Animoto 
For simple drawing of ideas: 
Ideasketch (much like Inspiration) 
Adobe Ideas (another visual 
planning tool 
List/Scheduling 
 Todo 
 List 
Pro 
 Toodledo 
 iPrompt 
 First 
Then 
 Visuels 
For simple todo lists attached to 
calendars and alarms: 
ToDo or Toodledo 
For scheduling with pictures for 
lower level users: 
Visules or First Then 

34 
 Time 
Timer 
 Picture 
Scheduler 
Calendar 
For scheduling with pictures and 
custom sound messages: 
Picture Scheduler 
For schedules for higher-level 
users you may be best to just use 
the calendar and embed notes, 
cues. 
For picture story (or possibly 
schedule) with custom 
sounds:StoryRobe 
Calendar: Can embed alerts but 
no sound messages 
The VocalLite app allows voice 
notes in a calendar format too. 
Planning 
 Picture 
Planner 
HD 
 My 
Homework 
 Webspiration 
. 
 Again, Picture Scheduler or 
Picture Planner may work 
as any of the 
abovementioned. 
Working 
with 
Numbers 
 Calculator 
 Talkculator 
 Big 
Calculator 
 Soulver 
Calculator: 
Moves between a basic or 
scientific 
Talkulator: Speaks functions aloud 
as operated 
Big Calculator:Offers larger size, 
color options 
Soulver::A math function pad 
(also look at MathBoard) 

35 
Reading 
 Speak 
it 
 Good 
Reader 
 Readdle 
Docs 
 Pages 
For reading documents visually: 
Stanza, Classics, iBooks (all have 
to be downloaded) 
For reading books aloud: 
vBookz, Free Books (all have to be 
downloaded) 
Writing 
 
Diary 
Tool 
 Red 
Notebook 
Dragon 
Dictate 
For writing with voice dictation: 
Dragon Dictate 
For Journal Writing/ Keeping: 
Look at Mental Note: allows text 
and audio journaling and pretty 
simple or Diary 
Diary Pro provides basic journaling 
as well and links to calendar dates 
and allows insertion of pictures to 
personalize 

36 
LESSONS 
LEARNED 
Multiple 
Perspectives 
are 
Beneficial 
-- 
It 
took 
lots 
of 
discussion 
and 
revisions 
in 
order 
for 
the 
educator, 
the 
vocational 
evaluator 
and 
the 
UDL 
consultant 
to 
feel 
that 
the 
format, 
the 
material 
and 
the 
process 
was 
representative 
of 
each 
of 
our 
professions 
and 
viewpoints. 
The 
time 
it 
took 
to 
blend 
our 
multiple 
perspectives 
resulted 
in 
a 
product 
that 
can 
be 
used 
by 
many. 
Report 
Format 
-- 
It 
was 
important 
that 
the 
career 
assessment 
report 
format 
be 
understandable 
to 
the 
families 
and 
the 
teams 
working 
with 
each 
transitioning 
youth. 
This 
was 
achieved 
by 
utilizing 
a 
combination 
of 
formats 
including 
charts, 
narrative 
and 
imbedding 
links 
to 
appropriate 
resources. 
UDL 
Matrix 
-- 
The 
matrix 
underwent 
numerous 
revisions. 
Initially, 
a 
variety 
of 
work 
references 
were 
included 
but 
in 
the 
end 
it 
was 
too 
much 
information 
to 
include 
and 
made 
the 
tool 
less 
usable. 
Keeping 
it 
simple 
and 
representing 
only 
the 
essential 
components 
of 
the 
conceptual 
model 
resulted 
in 
a 
more 
practical 
tool. 
Apps 
-- 
Learning 
the 
apps 
was 
time 
consuming 
and 
instructional 
manuals 
were 
not 
generally 
available. 
Use 
of 
millennium 
mentors 
helped 
staff 
learn 
the 
apps 
in 
order 
to 
later 
teach 
them 
to 
students. 
To 
keep 
it 
manageable, 
only 
a 
limited 
number 
of 
apps 
were 
selected 
for 
use. 
Job 
Choice 
-- 
Although 
the 
goal 
was 
to 
target 
jobs 
in 
the 
community 
directly 
matching 
student 
interests, 
not 
every 
dream 
job 
was 
available. 
In 
these 
cases, 
jobs 
were 
arranged 
which 
would 
afford 
students 
the 
opportunity 
to 
utilize 
the 
work 
skills 
they 
were 
most 
interested 
in 
using, 
allow 
them 
the 
opportunity 
to 
incorporate 
popular 
technology 
in 
their 
work 
role 
and 
enable 
them 
to 
stretch 
personally 
beyond 
what 
they 
had 
achieved 
previously. 
Systems 
Change 
-- 
Although 
this 
was 
an 
exciting 
project, 
the 
systems 
change 
took 
some 
time. 
It 
was 
often 
difficult 
for 
staff 
to 
break 
from 
traditional 
job 
roles 
and 
habits. 
The 
enthusiasm 
of 
the 
students 
was 
a 
powerful 
motivator 
for 
the 
change. 
There 
were 
a 
few 
staff 
that 
took 
off 
with 
the 
implementation 
and 
were 
able 
to 
cheer 
others 
on 
to 
make 
the 
change 
happen. 
Evolving 
Technologies 
-- 
Technology 
is 
evolving 
rapidly 
and 
it 
creates 
the 
need 
for 
agencies 
to 
develop 
new 
policies 
and 
practices. 
Collaboration 
-- 
Although 
this 
project 
was 
a 
collaborative 
effort, 
greater 
collaboration 
from 
the 
Transition 
community 
in 
general 
is 
needed 
to 
share 
experiences 
and 
successes 
and 
to 
continue 
the 
development 
of 
the 
compendium 
of 
technology 
solutions 
to 
meet 
student 
work 
needs. 

37 
RESOURCES 
Assess 
for 
Success 
http://www.amazon.com/Assess--Success--Practitioners--Transition-- 
Assessment/dp/1412952816 
The 
30th 
Institute 
for 
Rehabilitation 
Issues: 
A 
New 
Paradigm 
for 
Vocational 
Evaluation 
http://www.rcep6.org/IRI/30th/IRI30.pdf 
Center 
for 
Applied 
Special 
Technology 
http://www.cast.org 
The 
UDL 
Guidelines 
http://www.udlcenter.org/aboutudl/udlguidelines 
The 
National 
Center 
on 
Universal 
Design 
for 
Learning 
http://www.udlcenter.org/ 
The 
Vocational 
Evaluation 
and 
Career 
Assessment 
Professionals 
Association 
http://www.vecap.org 
The 
VDOE 
Training 
& 
Technical 
Assistance 
Center 
@ 
Virginia 
Commonwealth 
University 
http://www.vcu.edu/ttac 

